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Author: Joel I. Klein
Publisher: Council on Foreign Relations
ISBN: 087609521X
Category : Education
Languages : en
Pages : 120
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Book Description
The United States' failure to educate its students leaves them unprepared to compete and threatens the country's ability to thrive in a global economy and maintain its leadership role. This report notes that while the United States invests more in K-12 public education than many other developed countries, its students are ill prepared to compete with their global peers. According to the results of the 2009 Program for International Student Assessment (PISA), an international assessment that measures the performance of 15-year-olds in reading, mathematics, and science every three years, U.S. students rank fourteenth in reading, twenty-fifth in math, and seventeenth in science compared to students in other industrialized countries. The lack of preparedness poses threats on five national security fronts: economic growth and competitiveness, physical safety, intellectual property, U.S. global awareness, and U.S. unity and cohesion, says the report. Too many young people are not employable in an increasingly high-skilled and global economy, and too many are not qualified to join the military because they are physically unfit, have criminal records, or have an inadequate level of education. The report proposes three overarching policy recommendations: implement educational expectations and assessments in subjects vital to protecting national security; make structural changes to provide students with good choices; and, launch a "national security readiness audit" to hold schools and policymakers accountable for results and to raise public awareness.
Author: Joel I. Klein
Publisher: Council on Foreign Relations
ISBN: 087609521X
Category : Education
Languages : en
Pages : 120
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Book Description
The United States' failure to educate its students leaves them unprepared to compete and threatens the country's ability to thrive in a global economy and maintain its leadership role. This report notes that while the United States invests more in K-12 public education than many other developed countries, its students are ill prepared to compete with their global peers. According to the results of the 2009 Program for International Student Assessment (PISA), an international assessment that measures the performance of 15-year-olds in reading, mathematics, and science every three years, U.S. students rank fourteenth in reading, twenty-fifth in math, and seventeenth in science compared to students in other industrialized countries. The lack of preparedness poses threats on five national security fronts: economic growth and competitiveness, physical safety, intellectual property, U.S. global awareness, and U.S. unity and cohesion, says the report. Too many young people are not employable in an increasingly high-skilled and global economy, and too many are not qualified to join the military because they are physically unfit, have criminal records, or have an inadequate level of education. The report proposes three overarching policy recommendations: implement educational expectations and assessments in subjects vital to protecting national security; make structural changes to provide students with good choices; and, launch a "national security readiness audit" to hold schools and policymakers accountable for results and to raise public awareness.
Author: Bruce D. Baker
Publisher: Harvard Education Press
ISBN: 1682536823
Category : Education
Languages : en
Pages : 363
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Book Description
This inspiring account of bipartisan political success delivers an expert breakdown of how and why Kansas—a politically conservative state—was able to craft a stable, balanced, and equitable system of funding for its public schools. Beyond a chronicle of one state’s achievements, School Finance and Education Equity provides invaluable policy guidance and lays out a blueprint that other states can use to strengthen their own public education systems. Readers are given an insider’s tour of the Kansas story by Bruce D. Baker, an academic researcher and expert witness in school finance litigation. With more than two decades of involvement with the state, Baker combines historical background, legal analysis, and political and economic contextual data—along with a gleaming wit—to present a thorough, enlightening narrative of Kansas’s K–12 funding journey. As Baker points out, other states can find much to learn here. He shows that, when it comes to school finance, Kansas serves as an exemplar in aligning resources to meet the promises of its constitution. State leaders rejected the pervasive notion that money doesn’t matter in education, and they gathered the data to prove that it does. Baker emphasizes that this kind of slow and steady success hinges on the ability of stakeholders to remain involved over time. Continuity is vitally important. Baker’s account highlights how persistence can overcome opposition, continuity can aid reform, and incremental gains can lead to big change. In an era of national ideological polarization and political and economic volatility, the lessons from Kansas are especially illuminating.
Author: Neil D. Theobald
Publisher: Routledge
ISBN: 1317927850
Category : Education
Languages : en
Pages : 265
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Book Description
This book examines the impact of state activism on local school autonomy in terms of both financial resources and policy initiatives.
Author: Robert J. Rossi
Publisher: Department of Education
ISBN:
Category : Education
Languages : en
Pages : 138
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Book Description
Author: United States. Office of Educational Research and Improvement. Office of Research
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 176
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Book Description
Author: Bruce S. Cooper
Publisher: Routledge
ISBN: 1135595577
Category : Education
Languages : en
Pages : 571
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Book Description
Written by a mix of established and rising stars in school politics, policy, law, finance, and reform this comprehensive Handbook provides a three part framework that helps organize this relatively new and loosely organized field of study. A central theme running through the book is how to harness politics to school equity and improvement. Key features include: Thematic Discussions – detailed discussions of key topics in educational politics are organized by themes and competing perspectives. The overarching themes are 1) the goals of the U.S. political system (justice, equity, opportunity, efficiency and choice); 2) the means and resources for reaching these goals; and 3) the political behaviors and compromises that seek to mitigate ideological differences and conflicts of interest. Research Oriented – in addition to summarizing the latest research connected to key topics, each chapter exemplifies and reports on the methods and techniques for further exploration of these topics. Reform Oriented – throughout the book and especially in the summarizing chapter, authors provide suggestions for improving the political behaviors of key educational groups and individuals: unions, superintendents, politicians, school boards, teachers, and parents.
Author: Wallace Stegner
Publisher: Penguin
ISBN: 1101075856
Category : History
Languages : en
Pages : 497
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Book Description
From the “dean of Western writers” (The New York Times) and the Pulitzer Prize winning–author of Angle of Repose and Crossing to Safety, a fascinating look at the old American West and the man who prophetically warned against the dangers of settling it In Beyond the Hundredth Meridian, Wallace Stegner recounts the sucesses and frustrations of John Wesley Powell, the distinguished ethnologist and geologist who explored the Colorado River, the Grand Canyon, and the homeland of Indian tribes of the American Southwest. A prophet without honor who had a profound understanding of the American West, Powell warned long ago of the dangers economic exploitation would pose to the West and spent a good deal of his life overcoming Washington politics in getting his message across. Only now, we may recognize just how accurate a prophet he was.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309160154
Category : Education
Languages : en
Pages : 160
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Book Description
The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education-science, technology, and mathematic-but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education. The book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Book Description
Author: Helen F. Ladd
Publisher: Routledge
ISBN: 1135863881
Category : Education
Languages : en
Pages : 786
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Book Description
Sponsored by the Association for Education Finance and Policy (AEFP), this groundbreaking new handbook assembles in one place the existing research-based knowledge in education finance and policy, thereby helping to define this evolving field of research and practice. It provides a readily available resource for anyone seriously involved in education finance and policy in the United States and around the world. The Handbook traces the evolution of the field from its initial focus on school inputs and the revenue sources used to finance these inputs to a focus on educational outcomes and the larger policies used to achieve them. It shows how the current decision-making context in school finance inevitably interacts with those of governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of the important contemporary issues requires input from a variety of perspectives, the Handbook draws on contributors from a variety of disciplines. While many of the chapters cover complex state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand.
